2 research outputs found
Navigating Agentic AI: a call for reimagined academic literacies
No full textThe emergence of agentic artificial intelligence (AI) in higher education raises a critical question: does the move toward autonomous systems capable of planning, decision-making, and action constitute a fundamental shift, or an acceleration of challenges already posed by generative AI? This article argues that these developments require a reimagining of academic literacies, extending beyond traditional emphases on critical thinking and academic writing toward a more comprehensive conception of AI literacy. Drawing on research in AI ethics and digital pedagogy, it explores the implications of learning in partnership with increasingly autonomous systems. It examines how agentic AI disrupts established understandings of authorship, assessment, and intellectual labour, and proposes a framework centred on critical evaluation, prompt literacy, co-authorship, ethical awareness, and recognition of AI limitations. Learning developers are positioned as central actors in this transition, with a key role in shaping pedagogy, assessment, and institutional policy
Balancing the scales: a reflection on technical and meta-skills in Higher Education
No full textThis paper explores the balance between technical and meta-skills in higher education through the lens of marketing, emphasising the importance of both tool proficiency and critical thinking. While technical skills like data analytics and digital tools are essential, meta-skills such as creativity, adaptability and problem-solving remain crucial in a rapidly evolving industry. Through experiential learning, project-based assessments and technology-enhanced classrooms, we advocate a holistic approach that integrates both skill sets. Highlighting curriculum innovations that bridge this gap, the paper argues that fostering meta-skill development alongside technical expertise gives students the versatility, initiative and confidence to adapt to the rapid changes and unexpected demands of a very challenging and fluid working world. Teaching in the age of artificial intelligence (AI) feels like standing at a crossroads. On one path, the industry demands proficiency in managing cutting-edge tools and software; on the other, employers are desperate for graduates who can think critically, communicate effectively and adapt to constant change. As educators, we find ourselves asking: ‘Are we truly preparing students for the realities of a dynamic and unpredictable landscape or are we simply training them to operate software? Whilst our focus lies within the discipline of marketing, the imperative to embed meta-skills in pedagogy – particularly in the light of the rapid growth of AI – extends across all business disciplines and even further into the wider educational landscape
